JPII 9 (2) (2020) 287-293

Jurnal Pendidikan IPA Indonesia

http://journal.unnes.ac.id/index.php/jpii

IMPLEMENTATION OF DISCOVERY LEARNING MODEL BASED ON

CALOR CHARACTERISTIC BRICKS MIXED BY (DURIO ZIBETHINUS)
AND COCONUT (COCOS NUCIFERA) SKIN TO IMPROVE STUDENTS’
COGNITIVE LEARNING OUTCOMES

A. Mayub*1, E. Suryani2, M. Farid3

1
Graduate School of Science Education, University of Bengkulu, Indonesia
2
SMP N 15 Kota Bengkulu, Indonesia
3
Physics Study Program, FMIPA Univesitas Bengkulu,Indonesia

DOI: 10.15294/jpii.v9i2.23803

Accepted: March 19th 2020. Approved: June 25th 2020. Published: June 30th 2020

ABSTRACT

This study aims to determine the cognitive learning outcomes of students through learning the Discovery Learn-
ing model that uses practicum material bricks mixed by durian and coconut skin. The briquettes were imple-
mented as practicum materials on temperature and heat learning in the Discovery Learning model to improve
learning outcomes of KIR students in SMP N 15 Kota Bengkulu. Bomb Calorimeter in Chemical Laboratory
Basic Science UNIB was used to determine the calorific value of briquette variations in the mixture of durian and
coconut shell skin. The characteristics of briquette were carried out in the Science Laboratory. The instrument
used in learning implementation was a multiple-choice test form that has been validated. Result of learning im-
plementation showed that students’ cognitive learning outcomes increased after Discovery Learning model was
implemented. The N-gain value was 0.78 in the high group, 0.57 in the medium group, and 0.53 in the low group.

© 2020 Science Education Study Program FMIPA UNNES Semarang

Keywords: calorific value; characteristics of briquettes; discovery learning

INTRODUCTION re of briquettes (Nurhilal & Suryaningsih, 2018).

Durian is a tropical plant from Southeast
Asia that has a taste many people like (Wahidin
Nuriana et al., 2013; Hasbullah et al., 2018). In-
donesian people, especially in Bengkulu, only
consume durian meat but its skin becomes a
waste that gives a problem in the environment.
Durian skin waste can be used as an alternative
energy source by making briquettes. Durian skin
briquette calorific value is 3,786.95 cal/gram
(Hatta, 2007). Durian skin calorific value is still
below the SNI standard of 5,000 cal/gram, but
can be increased if it mixed with high biomass ca-
lorific values. Biomass with a high calorific value
is usually used as a mixing base in the manufactu-
*Correspondence Address
E-mail: afrizalmayub@unib.ac.id
Biomass used as a briquette mixer in this study
used coconut shell.
Briquettes mixture of durian skin and
coconut shell were technologies for developing
alternative fuels. Briquettes can be used by the
community as an alternative fuel and wood for
cooking, and as a science learning medium, be
a source of fuel in practicum. So that learning
science in schools can utilize natural materials
around that are not utilized, then learning science
Discovery Learning model that utilizes a briquet-
te mixture of durian skin waste and coconut shell
as a means of holding practical science
The research aimed to describe the cogniti-
ve learning outcomes of students after using bri-
quettes on temperature and heat learning using
the Discovery Learning model in SMP N 15 Kota
Bengkulu.
288 A. Mayub, E. Suryani, M. Farid / JPII 9 (2) (2020) 287-293
METHODS
This research is scientific research and edu-
cational research. The scientific research was di-
rect experimental research that aimed to describe
briquettes calorific value that mixed with durian
skin and coconut shell. After scientific research,
then continued with educational research. Bri-
quettes were used as practicum materials in tem-
perature and heat learning to improve student
learning outcomes.
The study located in Science Laboratory
SMPN 15 Bengkulu and determination of va-
riations briquette calorific value that mixture of
durian skin and coconut shell was carried out in
Chemistry Basic Science Laboratory, University
of Bengkulu did from December to March 2019.
The raw materials used in making briquet-
tes consist of durian skin charcoal, coconut shell
charcoal and tapioca flour solution. Research
equipment were drums, briquettes, filters, digital
scales, rock collisions and earthen stoves.
Research Steps
Durian skin and coconut shell waste were
dried under the sun. After drying, the durian skin
and coconut shell will be charcoal. Durian skin
and coconut shell will be burned down separately
using a clean drum, then the drum was closed for
one night until the material becomes charcoal.
After becoming charcoal, the ingredients
were mashed by using rock collisions and sifted
with sieves to get the same size. Furthermore, the
mixture of durian skin and coconut shell become
charcoal with a composition of 20%: 80%; 50%:
50% and 80%: 20%. The next process was mi-
xing with the adhesive material of tapioca flour
solution then ready to mould. Briquettes were
dried under the sun for four days. From the mi-
xing variations, the calorific value and the cha-
racteristics of the briquette were tested, including
the lost water content, briquette density, burning
speed. Briquettes calorific value was determin-
ed by Bomb Calorimeter at the Chemistry Basic
Science Laboratory University of Bengkulu. The
Bomb Calorimeter can be seen as in Figure 1.
Figure 1. Bomb Calorimeter
Water Content Lost
The water content lost is the percentage of
the difference in mass of the briquette before it is
heated (m1) with the mass of the briquette after
burning (m2) to the mass of the briquette before it
is heated (m1) According to Yuliah et al. (2017),
the lost water content can be calculated using the
equation:
(3.1)
Density (ρ)
The density is the mass of briquettes after
being heated (m) to the briquette volume (V). The
density is calculated using the equation:
(3.2)
(Yuliah et al., 2017)
Used of Briquettes (Fcd)
Is the amount of biobriquette used during
cooking water to boil until 100%, calculated by
subtracting the initial biobriquets that are burned
(Fci) with the weight of the remaining biobriquet-
te (Fcf) (Fajari, 2012)
Fcd = F ci – Fcf (3.3)
Cooking Time (Td)
The amount of time to heat the water
starts when laying the pan until the boiling water
is perfect in 100oC (Fajari, 2012).
Biobriquette Burning Speed (Rcb)
Many biobriquets used (Rcb) when boiling
water (td) with units of g / minute (Fajari, 2012).
(3.4)
R cb =
Total of Briquette Calorific Used (Qtotal)
Total of briquettes calorific was determin-
ed by multiplying the total briquettes used with
the calorific value contained in the briquettes.
Implementation in Educational Research
The mixed briquettes of durian skin and
coconut shell were used as material for tempera-
ture and calorific material practicum. Educatio-
nal research design using one group design in a
homogeneous class. The research design is pre-
sented in Table 1.
Table 1. Research Design
Pretest Implementation Posttest
O1 X O2
Notes:
X: Learning with Discovery Learning models
O1: Pretest
O2: Posttest
 A. Mayub, E. Suryani, M. Farid / JPII 9 (2) (2020) 287-293
289

The research subjects used KIR 7th Class
students in SMP Negeri 15 Kota Bengkulu as
much as 25 students, which were divided into
three groups, namely the high group, the medium
group and the low group.
rage drying of 26.67 grams, a briquette height of
3.13 cm and a briquette diameter of 5 cm. The
calorific value and characteristics of mixed bri-
quettes of durian and coconut shell skin can be
seen in Table 3.

Data collection Table 3. Characteristics and Calorific Value of

To find out the cognitive learning out- Briquettes in Various Compositions
comes of students obtained by using the questi- Briquettes K1 K2 K3
ons given to the sample. This study uses 16 actual Composi-
items with a minimum-maximum total score ran- tion
ge of 0 to 100. B r i q u e t t e 7.306,81 6.847,31 6.284,99
calorific
Data analysis value (cal/
Cognitive learning outcomes of students gram)
are said to increase when the results of the Lost Water 20,80 25,80 33,30
posttest (X2) students are higher than the results Content (%)
of the pretest (X1) or (X2> X1) and the number
Briquette 0,77 0,62 0,43
of students who are worth ≥70 ≥80%. The level Density
of students’ cognitive learning outcomes was pre- (Kg/m3)
sented below
Briquettes 152,00 155,33 173,67
Used (gram)
Time to boil 13,37 12,5 12,02
water (min-
The GainIndex Criteria is presented in Table 2. utes)
Briquette 11,38 12,45 14,46
Table 2. GainIndex Criteria burning
Quality Ngain Category speed (g/
minute)
Greatly increased ≥ 0,70 High
The total 1.110,63 1.063,60 1.091,50
Increased 0,30 - medium heat of bri-
0,70 quettes used
Quite increased 0,30 Low (Kcal)
Notes:
Whereas to determine the level of students’ Briquette composition
cognitive learning outcomes the N-gain formula is K1 = 20% durian skin charcoal, 80% coconut
used which is the comparison between the diffe- shell charcoal
rence between posttest and pretest. K2 = 50% durian skin charcoal, 50% coconut
shell charcoal
RESULT AND DISCUSSION
Based on Table 3, the lowest calorific value
Durian skin and coconut shell briquettes in obtained as 6,284.99 kal / gram, found in mixed
this study consisted of three types: K1, K2 and briquettes of 80% durian skin charcoal, 20% co-
K3, with different composition comparisons. K1 conut shell charcoal and the highest calorific va-
briquettes consist of 20% durian skin charcoal lue was found in mixed briquettes of 20% durian
and 80% coconut shell. K1 briquettes have a dry skin charcoal, 80% coconut shell charcoal. The
mass after an average drying of 31.67 grams, a calorific value of this briquette showed that the
briquette height of 2.1 cm and a briquette diame- more content of the coconut shell, the calorific
ter of 5 cm. K2 briquettes consist of 50% durian value will be higher. The reason was that the co-
skin charcoal and 50% coconut shell. K2 briquet- conut shell has more calorific value than durian
tes have a dry mass after an average drying of skin. The calorific value of durian skin in this
29.67 grams, a briquette height of 2.43 cm and a study increased after being mixed with coconut
briquette diameter of 5 cm. K3 briquettes consist shell. It was because of coconut shell had a car-
of 80% durian skin charcoal and 20% coconut bon binder for durian skin charcoal. The calori-
shell. K3 briquettes have a dry mass after an ave- fic value of briquettes charcoal would be high if
290 A. Mayub, E. Suryani, M. Farid / JPII 9 (2) (2020) 287-293
the value of carbon content bound to briquettes
were high (Triono, 2006). The calorific value that
produced by three charcoal briquettes with a mix-
ture of durian skin and coconut shell in this stu-
dy has fulfilled the National Briquette Standard,
in a minimum of 5,000 cal/gram (Nurhilal &
Suryaningsih, 2017).
Table 2 shows that the water content lost
during the smallest briquette drying process was
found in the composition as 20% durian skin char-
coal, 80% coconut shell charcoal as 20.8% and
the highest composition as 80% durian leather
charcoal, 20% coconut shell charcoal as 33.3%.
The data showed that water content would be
higher if the amount of durian skin charcoal in-
crease, and the coconut shell charcoal decrease.
The water content will increase because durian
skin charcoal particles were hygroscopic towards
water and air. Water content closely related to the
density of briquettes charcoal. If the density inc-
rease, the hygroscopic characteristic of briquettes
charcoal will decrease so that the absorption of
water will getting smaller. If the density is higher
so that the cavities between charcoal particles will
be tighter because the particles’ density is tighter
so that there is no blemish or space (Bahri, 2007).
Smallest briquette density was found in the
composition of 80% durian skin charcoal, 20%
coconut shell charcoal as much as 0.43 gr / cm3
and the highest density was in the composition
of 20% durian skin charcoal, 80% coconut shell
charcoal as much as 0.77 gr/cm3 (Table 2). The
difference in the types of raw materials was very
influential on the density value of charcoal bri-
quettes produced (Hendra & Darmawan, 2000).
High density of raw materials produces a high
density of charcoal briquettes, while the low den-
sity of raw materials produces a low density of
charcoal briquettes. Density affects the calorific
value; if the density value was higher so that the
calorific value will also be higher (Patandung et
al., 2017). Table 2 shows that, the smallest bri-
quette value used for boiling water as much as
152 grams was in the composition of 20% durian
skin charcoal and 80% coconut shell. The highest
one is in the composition of 80% durian skin
charcoal and 20% coconut shell charcoal as much
as 173.67 grams. If the calorific value was higher
so that the heat produced will also be higher, and
time for combusting will be longer (Fajari, 2012).
Accordance with this study, that if briquette ca-
lorific was higher so that the burning speed value
will be slower and the used of briquettes will be
less.
Furthermore, in table 2 is found that bri-
quettes with the composition of 80% durian skin
charcoal and 20% coconut shell charcoal had the
fastest time as much as 12.02 minutes and ma-
ximum boiling time as much as 13.37 minutes
in briquettes composition of 20% durian leather
charcoal and 80% shell charcoal coconut. Bur-
ning speed of briquettes was briquettes’ amount
that burns in the unity of time. If the value was
high, so that the briquettes would be burned fas-
ter and more flammable. The composition of
80% durian skin charcoal briquettes and 20% co-
conut shell charcoal has fastest burning speed as
much as 14.46 gram/minute and the lower one
as much as 11.38 grams/minute in the compo-
sition of 20% durian skin charcoal and 80% co-
conut shell charcoal. From the briquette calorific
value, it can be seen that if the calorific value was
higher so that the burning speed will be slower.
Burning speed was influenced by material struc-
ture, bound carbon content and material hard-
ness (Patandung et al., 2017). The burning rate
of briquettes affects the burning time of fuel bri-
quettes. If burning speed value is higher so that
the briquettes will burn out faster, and if burning
speed value is lower, so that the briquettes will
burn out slower.
The total calorific value that lowest used
was in the composition of 50% durian skin char-
coal and 50% coconut shell as much as 1,063.6
Kcal. The highest one as much as 1,110.63 Kcal
in the composition of 20% durian skin charcoal
and 80% coconut shell charcoal. The highest ca-
lorific value makes burning more efficient so that
the number of briquettes used and the amount of
heat produced were more efficient (Patandung et
al., 2017).
Implementation in Education
The implementation of this research
was held in SMP N 15 Kota Bengkulu in the
2018/2019 academic year. This study aims to
determine the improvement of student learning
outcomes using the Discovery Learning mo-
del on the subject of temperature and heat. The
Discovery Learning model consists of 6 stages:
(1) Stimulation (2) Problem Statements (3) Data
Collection (4) Data Processing, (5) Verificati-
on, and (6) Generalization. Before learning was
started, students were given pretest. To find out
an increase in cognitive learning outcomes, then
students were taught using Discovery Learning
model. After the learning process, students were
given a posttest.
 A. Mayub, E. Suryani, M. Farid / JPII 9 (2) (2020) 287-293
Pretest aimed to find out the students’ new
understanding of the Temperature and heat’s sub-
ject material before learning. Posttest aimed to
find out the final understanding of students about
the subject after learning by Discovery Learning
model. Pretest and posttest questions were the
same questions as much as 16 items. The results
of the pretest and posttest can be seen in Figure
2 below.
Figure 2. Pretest and Posttest Value Charts
From Figure 2, it can be seen that the
average value of the pretest and posttest of each
group has increased. The high group have an in-
crease average value as much as 18.75, 25 for the
medium group, and the low group have an inc-
rease average value as much as 26.56.
Figure 3. N-Gain Value Grafic
Figure 3 can be seen that the application of
the Discovery Learning model based on calorific
characteristics research of mixed briquettes of du-
rian skin and coconut shell can improve students’
cognitive learning outcomes. It was indicated by
the high group that having higher N-gain values
than the other groups, which had 0.78 in the high
category. The medium group has as much as 0.57
N-gain value in the medium category. The low
group has the lowest N-gain value as much as
0.53 in the medium category. It means that there
was an increase of learning outcomes in the high
group that have more increase than the medium
and low group; this results were under the results
of research by Sudiro et al. (2018).
291
Similar research showed that Discovery
Learning Model could improve student learning
outcomes on cognitive aspects. Students who
were taught using discovery learning is better
than students who were taught using conventio-
nal learning. Teachers who are implementing
discovery learning can create high-quality lear-
ning (Raharjo & Kisworo, 2019). The significant
improvements indicated that discovery-based
speaking assessments were practical to impro-
ve the students’ speaking skill, critical thinking,
and creativity (Wahyudi et al., 2019). The critical
thinking ability of students applying discovery
learning model is better than students’ critical
thinking ability with conventional learning (Mar-
taida et al., 2017). It can be seen from the percen-
tage of completeness in each cycle. Students who
were declared complete in the first cycle based on
the results of the test there were seven students
(26.92%), the second cycle became 17 students
(65.38%) and the third cycle 23 students (88.46%)
(Rosarina et al., 2016 ).
The results of the study by Salmi (2019)
indicated that using the discovery learning mo-
del of students’ learning completeness before and
after the actions consists of cycle I (60.00%), and
cycle II (90.00%). The results of student learning
with Discovery Learning model is higher than
direct instruction learning, with the acquisition
t-test is t count 3,291 > t table 1,99, with details
of the average value of the experimental class
80,176 and the average value of the control class
76,083 (Mubarok & Sulistyo, 2014). Based on the
results of the study concluded that the applica-
tion of discovery learning model increases the
activity, scientific attitude and student cognitive
learning outcomes (Malinda et al., 2017). There
is a positive and significant linear influence bet-
ween the mathematical representation of skills
and the learning outcomes of science, through a
problem-based learning model of discovery (Er-
tikanto et al., 2018). So it is concluded that there
is an influence of using discovery learning model
with LKS based on discovery learning outcomes,
science process skills, and students’ learning inte-
rest (Novita et al., 2017). Based on the results of
the research, it can be concluded that the applica-
tion of problem-based learning model can boost
the activity and student learning outcomes and
problem-solving skills (Baksir et al., 2017)
Based on the data, it was also found that
students’ skills in problem-solving, critical thin-
king, and finding knowledge can be improved
through research-based learning (Srikoon, 2014;
Alshehry, 2014). Increasing physics concepts and
292 A. Mayub, E. Suryani, M. Farid / JPII 9 (2) (2020) 287-293
generic abilities of students can be done effecti-
vely through research-based learning (Usmeldi,
2016a). Students’ physics and process skills can
be improved through research-based learning
(Usmeldi, 2016b). When it is with a scientific ap-
proach, it can improve students’ scientific literacy
effectively (Usmeldi et al., 2017). Student curio-
sity about the subject matter can be improved
through research-based learning (Liu & Li, 2011;
Walkington, 2011). Cognitive skills, critical thin-
king skills, scientific work skills, and students’
scientific attitudes can be improved through re-
search methods in research-based learning (Ca-
hyani, 2014; Sulistijo, 2017; Hairida, 2016). Ac-
cording to Trisnasih (2013), activities, skills and
knowledge of students in science lessons could be
improved through research-based learning.
CONCLUSION
Based on the research, the calorific value
of the mixture durian briquettes was 20% and
80% coconut shell as much as 7306.81 cal/gram;
durian briquette mixture value of 50% durian
skin and 50% coconut shell as much as 6487.31
cal/gram, the mixture of durian skin briquettes
80% and 20% coconut shell as much as 6284.99
cal/gram. The implementation in learning sho-
wed that there was an increase in cognitive lear-
ning outcomes students in the high, medium and
low groups after learning by Discovery Learning
model. The N-gain value for the high group was
0.78 in the high category, the medium group was
0.57 in the medium category, and the low group
was 0.53 in the medium category.
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